Motivation .....and English achievement (original) (raw)
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Motivation, Integrativeness, Organizational Influence, Anxiety, and English Achievement
Glotta, 2013
This study investigated the effect of motivational factors on English achievement in an intensive English course. The participants consisted of 164 Iranian male military staff, aged from 20 to 30. The participants filled a translated and adapted version of the mini-Attitude Motivation Test Battery (α=.70). Factor analysis of the questionnaire yielded four principal variables namely, motivation, integrativeness, organizational influence, and anxiety. Descriptive statistics indicated that the military staff were highly motivated in learning English and had low English learning Anxiety. It also suggested that the military organization was not so much supportive in learners' studying English. Furthermore, path analysis indicated that integrativeness predicted the motivation to learn English positively, and that motivation was a positive predictor of English achievement, whereas organizational influence was a negative predictor of English achievement. This study confirmed that motivation is the single most influential factor of language learning achievement, all other things being equal. The wider concluding argument of this paper is that motivation and its constructs are context dependent and therefore, any language learning context has its own unique motivational model. Finally, based on the context of language learning a path analytic model of L2 motivation was proposed.
Procedia - Social and Behavioral Sciences, 2010
A research questionnaire that included the independent and dependent variables under study was designed. All the dependent variables had been classified into seven sections, each section dealing with some specific objective. The reliability and validity of the research questionnaire items were tested. On the basis of expert opinions of three professors of public authority of applied education and training in Kuwait University, the questionnaire was modified accordingly. The questionnaire was circulated to about 200 students who have taken different English courses. Of these, 107 questionnaires were returned. Data analysis was done on 107 subjects using the SPSS software package.
THE ROLE OF MOTIVATION IN THE LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
This study investigates the role of motivation in foreign language learning and the factors that rnight affect learners' motivation. 137 secondary school students took part in the study. Correlations between the students' English proficiency and motivation were performed. Questionnaires on the ideal English teacher and the students' actual English teachers were also delivered. The purpose of correlating the ideal English teacher with the students' real English teachers was to investigate ifthis factor might d e c t student's motivation and consequen tly students' English projiciency. The results indicated that teachers affect students' motivation and that there exist signijicant correlations between motivation and foreign language learning.
Achievement and Motivation in English Learning
鳴門英語研究 = Naruto English studies, 2020
This study investigates the link between motivation and English achievement in pre-service teachers in their first and second years of undergraduate study. To assess motivation, a questionnaire was given to first and second-year students of this university. The questionnaire consisted of ten items, each addressing different aspects of motivation. The next section will elaborate on the questionnaire, item by item, with reference to prominent theories of motivation. This analysis will show the construct of motivation in this study. English achievement was measured by students' scores on the grade2/3 EIKEN Institution Based Assessment (IBA).
IAEME PUBLICATION, 2020
The article considers the main aspects of the relationship of individual psychological characteristics and motivational component with the level of ability to master foreign languages. It was found that the ability to learn a foreign language affects the level of overall academic performance. The following diagnostic parameters and factors for predicting academic success are identified: the level of language training; dominance of the left or right hemisphere of the brain; level of anxiety; properties of higher nervous activity; motivational component. In the course of the analysis it was established that the group of students with a low level of success is a risk group in mastering foreign languages. This group is characterized by a low motivational component, a high level of stress and anxiety. According to the obtained results it is possible to improve the organization of educational process at staffing of educational groups, with an even distribution of students with high and medium levels of projected performance. In addition, risk areas have been identified for the formation of special control groups that need additional pedagogical assistance and an individual approach to learning.
The Students' Motivation and Achievement in Learning English: The Correlational Study
JELITA: Journal of Education, Language Innovation, and Applied Linguistics
The students have a lot on their plates already, and one of the biggest is the academic activity. Researchers have shown a correlation between intrinsic motivation and academic performance. Students' English proficiency is also influenced by their level of interest and effort in learning the language. The purpose of this research was to determine if and how students at MA Muhammadiyah Darul Arqam Punnia Labumpung, Kab. Pinrang is motivated to learn English based on their academic performance. Students' interest in English and effort in studying the language were found to be significantly related. This was demonstrated by a correlational study on students' motivation and their performance on an English language test. The first piece of good news is that the SPSS 21 program's computed r value is greater than the table at both the 5% and 1% significant level (0.367 0.852 > 0.47). Second, the computation of the contribution between student motivation and achievement i...
International Journal of English Literature and Social Sciences (IJELS), 2018
Learners' cognitive, metacognitive, individual differences and demographic characteristics have been found having profound impact on their linguistic performance. This study has tried to observe two such factors namely motivation and attitude of the learners and their impact on the learners' proficiency. An adapted version of AMTB and a TEEP test have been used to statistically measure the level of motivation and attitude of the learners for learning English and the correlation between these two learner factors and their language performance. The study has found that learners' overall motivation level is average though instrumental motivation outscores integrative motivation and they have a mixed attitude towards learning English. Neither motivation nor attitude is significantly correlated with learners' proficiency.
Motivations Underlying English Language Learning and Achievement
The study explored whether the 25-item Motivations Underlying English Language Learning (MUELL) Scale designed in this study is a reliable and valid psychological measure and relates significantly to achievement. To achieve the objectives, the MUELL was administered to 493 female learners who studied English as a foreign language (EFL) in three branches of a semiprivate language institute in Mashhad, Iran. When the data were subjected to principal axis factoring (PAF) and the extracted latent variables (LVs) were rotated via Varimax with Kaiser Normalization, three factors appeared, that is, Intrinsic, Extrinsic, and Communicative. Reliability and correlational analyses showed that the MUELL and its underlying factors are highly reliable and show significant relationships with each other. Although Intrinsic and Extrinsic LVs correlate highly with the Communicative than with each other, none of them show any significant relationship with the total English achievement for three groups of achievers. However, the written achievement scores of high and low achievers correlate significantly not only with the MUELL but also with Extrinsic and Intrinsic LVs, respectively, in opposite directions. The results are discussed and suggestions are made for future research.
Modern Language Journal, 2005
Language learning motivation is a complex, composite construct, and although past research has identified a number of its key components, the interrelationship of these components has often been subject to debate. Similarly, the exact contribution of the various motivational components to learning behaviors and learning achievement has also been interpreted in different ways. The purpose of this study is to use structural equation modeling to evaluate a proposed theoretical model concerning the internal structure of the second language (L2) motivation complex and its impact on motivated behavior. The basis of the analysis is survey data collected in Hungary from 8,593 pupils, 13 to 14 years old, on two occasions, in 1993 and in 1999. Our main finding is that integrativeness appears to be the single most important factor, subsuming or mediating the effects of all the other responses to questions asked. In light of this finding, we analyze what motivational content this core component might represent in various settings.
A CORRELATIONAL STUDY OF TURKISH UNIVERSITY STUDENTS MOTIVATION TO LEARN ENGLISH
Motivation has extensively been studied in English as a second and/or foreign language context. Yet, it seems worthwhile to conduct more research with different populations, as motivation is a dynamic quality that depends on a great number of variables and is rather difficult to attain. The present study aims to examine a group of Turkish university students' motivation to learn English as a foreign language and types of motivation they have. A total of 81 students at the English Language Teaching (ELT) department of a large and well-established state university in Turkey took part in the study. A 20-item questionnaire which was used by , adapted from Gardner, 1985 Clement et al., 1994) was administered to participants to find out ratio of integrativeness and instrumentality at participants' motivation. Besides, Pearson correlation test was used to investigate the relationship between participants' motivation and their age, gender and grades. Results showed that there was a weak correlation between motivation and age, and between motivation and the other two variables: gender and grade. It was also found out that students had high instrumental motivation, but that they also had a moderate degree of integrative motivation.